James and the Giant Peach - I will work to include more peer feedback experiences. Having the kids take suggestions and feedback from each other to revise their work.
Simple machine unit - As the kids get working on Rube Goldberg Machines - incorporate peer feedback into the building process so the students can learn and progress from each other.
My Stretch Sketch:
<upload image here>
Exploring Elements of Practice
Katy's Kloset
Brainstorm how we can do something to help the community.
Choose Katy's Kloset
Research about the organization
Plan some ways to help
Meet one of the heads of Katy's Kloset
Make no bake cookies to donate to Katy's Kloset cookie sale
Learn how to write business letters
Write letters to businesses requesting their donations, monetary and equipment, for Katy's Kloset
Peer edit letters with 2 different friends
Revise letters after each peer edit
Edit with an adult
Combine letter with a friend's letter
Send letters to businesses and hospitals
Make fliers to raise awareness of Katy's Kloset
Plan a fundraiser for Katy's Kloset
Documentation & Reflection
Document: As a "Lead Learner"...
What specific shifts are you noticing in your own actions, priorities, language, questions, reflections and conversations that help shape the learning culture for which you strive?
Reflect: Documentation & Reflection
What's the relationship? What connections do you see between documentation & reflection in your own learning?
In student learning?
at what cost?
to what benefit?
Design 1-2 additional opportunities for students to engage in documentation and reflection of their own learning
please post a brief description of each opportunity
add 2-3 student work samples from each opportunity
be sure to note any tweaks, modifications or iterations
Reflection: Students reflected on what they learned about MLK at the end of our unit. The kids wrote exit slips one day at the end of class:
Reflection: After taking time to revisit, fix and correct a math test, the kids reflected about the process on the dry erase board:
Kids first wrote about what they thought they KNOW about simple machines (one thought on a post-it)
Next, they wrote about WHAT they wanted to know (one thought on a post-it)
Finally, How they can find out (one thought on a page)
Next in groups they sorted the post-its and presented to the class
Oral reflection on what we noticed
Day 2 - Basic research on Force/machines - to set the stage
Day 3-5 - Begin online research and daily feedback through a google form
Form worked well - took kids about 3 sessions to complete -
Kids filled out a reflection/response form to tell me what they did - where they were - what they needed to do during the next session and if they had any questions - I learned a BIG lesson.....When using Google forms---have a spot for their names, otherwise it is anonymous...oops! (Fixed for day 2 reflection---but then you also have to resend the form....baby steps!)
Day 7 - Demonstrated how to use the books to explore the individual simple machines - We worked on pulleys together.
Day 8 - Did team building activity with Solo cups, rubber-bands and string. Groups had to work together to accomplish the goal. Good lead in to the group work they were about to do. Did a reflection sheet - not on computers due to accessibility.
Day 9-? Worked in small groups to learn about the simple machines. Each person in the group had a job, but together they needed to read, set up and complete each task to explore the workings of the simple machines. Did exit questions or slips to see what kids took away from the activities.
Next step - introducing and building Rube Goldberg Machines - all student planned and constructed.
Feedback
Self-Monitoring & Assessment
Reaching Out & Pulling In
Growth: How will I know?
How? How often? Journaling, electronically, photos, keeping track of drafts...how often....varies on the situation.
What? To what degree (details)? The process, the successes, the failures
Why bother (in what way(s) has/will your documentation support your ongoing learning)? To keep "bad" history from repeating itself...and to improve upon successes
What artifacts of professional and/or student learning might you include? Photos, drafts, fails - first...second...third...attempts
What story will your documentation tell of your journey...the process from beginning to end...the successes the failures...the learning that occurred
The most appropriate type of data for me to collect as evidence of my professional growth & learning...
(suggestions)
anecdotal records
student work samples
student reflections
teacher reflections
observations
peer/colleague feedback
"assessment" data
rubrics
other formative pieces...
surveys
counts
other...
Resources:
My learning network will include (books, articles, websites, people, other)...
My Learning Journey
Name: Jody
Grade Level(s): 3rd
Discipline: general ed
This I Believe (my 3 Claims):
<upload image here>My May goal:
My Stretch Sketch:
<upload image here>Exploring Elements of Practice
Documentation & Reflection
Questioning
Feedback
Self-Monitoring & Assessment
Reaching Out & Pulling In
Growth: How will I know?
The most appropriate type of data for me to collect as evidence of my professional growth & learning...
(suggestions)Resources:
My learning network will include (books, articles, websites, people, other)...
Diigo<embed feed here>
Twitter: @milwaukeejds
Other...